SECONDARY EDUCATION STRATEGY ANDNATIONAL DEVELOPMENT IN NIGERIA:

THE CASE OF CROSS RIVER STATE

Ndem NdiyoDepartment ofEconomics

University ofCalabar, Calabar

Glory AkankpoDepartmentof Agric. Economics/Ext.

University ofUyo, Uyo&

• Clara Ofiika

^If., Department of Planning Research & StatisticsSecondarySchool Management Board

Ministry ofEducation, Calabar.

ABSTRACT

fe Using Cross River State as afocal point, the study sets out to assessthe influence of secondary education strategy on national

y development using chi-square analytical technique. The study reveals\ that there is a significant influence between educational strategy and

balanced national development. It was also observed that there is asignificant relationship between sources offinancing education andnationaldevelopment. On the whole, thestudy submits that education

" does significantly influence nationaldevelopment inNigeria.Key Words: Education,Development, Strategyand Financing

I. PREAMBLE

Education is a key social activity that the peoples (tribes,communities, clans, etc.) have been very much concemed with allthrough the ages. Every society or group has a method of educatingits children to suit its objectives and the society takespride in the waytheir children are educated. The goal of education may differdepending on the nation andthe level of its sophistication. However,regardless of the methods used, the end result of any educationalendeavour should be as the society desired.

Before the advent of the missionaries into the shores of

Nigeria as well as other parts of Africa, the method of educating theyoung ones was mainly participatory. According to Fafunwa (1974),"education in old Africa was an integrated experience. It containedphysical training with character building and manual activity withintellectual training". Children learn by doing, thus, they wereinvolved in practical fishing, fanning, cooking, knitting and so on.Intellectual training included the study of ancient history, oral poetry,legends, reasoning, story-telling, loCal geojgraphy as well as riddles.Recreational or sports activities included running, swimming,acrobatic display, wrestling, dancing, drumming and singing.

All these still t^e place but are now grouped under informaleducation. The afrival of the missionaries in Nigeria graduallychanged the effectiy^fress of indigenous (informal) education/The •missionaries from the very beginning stressed the central role ofeducation in their Work. For instance, within a few weeks of thearrival of Thomas Birch Freeman, the half-caste English Missionaryin Badagty, he opened a primary school, the very first Western ^primary education in Nigeria. The story was the same everywhere the imissioiiaries landed in this couritry' Thpu^ there was resistance to ^the introduction of this new type of educatibn, the purpose and workof the missionaries became relatively easier after colonial rule wasestablished in 1900. Thus the missionaries and the colonial mastersbegan to work hand in hand.

The kain purpose of education by the rnissionaries was totr^ people who could read the bible and invariably expand thegospel. Thus basic education for literacy skills and moral educationfor character building becarfre the focal point. However, from 1902,the first education code was enacted and the exclusive missionarycontrol of education in Nigeria ceme to an end. The Government ofthe day (British Government) became legally involved in theestablishment andnuining of schools in Nigeria. Hence various leyelsof education - secondary, vocational/technical and tertiary institutionswere then established. The content (curriculum) was tilted to that ofthe British public school Systerri. According to the Nigeria Union ofTeachers (1969) the system of education was a perfect machinery inthe hands of our colonial niasters because it served their purpose,which was to produce priests, clerks and merchants who would helpthem in the spread of the gospel and promote their trade. But the

Wali '.

87

system gave no thought about the national aspirations-r cultures andmores 6jfNigeria.

But after independence the need to meet the yearnings andaspirations of the Nigerian peoples became the focus of oureducational system. Hence, in 1969, the National CurriculumConference was held in September 8-12. There, the philosophy ofNigeria and Nigerian education was charted. In the words ofCopkey(1969), the object of the National Curriculum Conference is to'provide a forum for Nigerians ofall levels ofthe society to expresstheir opinion on the kind of education that the country needs", withspecial reference to the purpose of education at various levels. Thefallout of that conference and subsequent ones gave this country itsoverall philosophy and specifically its philosophy of education.Nigeria's philosophy of education is therefore based on thedevelopment of the individual into a sound and effective citizen; theftfft intej^ation of the individual into the community; ^d the

|4 ofequal access tp educational opportunities for all citizensft- of ^e cpuntry^ a^ the primary, secondary and tertiary levels both5^' inside and outside the formal school systein.

V . expansion of universal primary education jp manycoim^es ill Afiica, the c^^ market demands, as well asdie increasin^y knowledge-driven ecpnomy in the 21, '̂ century, are

^^et^rs that call for a sigriificant expansion and improvement ofsecondary education in Afiica. The demands of Education for All(EFA), Universal Basic .Education (UBB), and improved primary^uip^ ^d transition into Junior Secondary Schools, has

, of pressure op the ,Junior. Secp^^ is' ^d si^ficant demand for increased access to,

Jumproved quality and relev^ce of secondary education in alll^fcS^l^an Afric^ cpimtries (SSA), Further, .justification for thestoen^bening of secondaiy education derives fi'om the fact thateconomic and social progress m all sub-Sah^mi Afiican Countriesdepend on the opportunities for further learning beyond primary.'education. - •. " ..VI . 'V .V " V , , .; I ' Cross fcver State qf tliehnssion^ later die colonial gdvernpient In addition, the newphilosophy ofed^ its pbjectiyes also cover her as a statewitbinV'the NigOT .Cross .^ver state,, isci(assified as one of the educationally^ states.. Even the

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88

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primary and post-primary levels of education are dismally below thestandard of her counterparts. Almost all'the structures in the schoolsare dilapidated and instructional facilities non-existence. However,since the creation of the state, Government has been able to providesome secondary and tertiary institutions, renovated some schools andprovided some instructional facilities. There is also some observedimprovement inmanpower development in the state. But the questionis would these efforts so far made, produce social ^d politicalch^ge that can bring about quality life for the people of the state? Infact, is there an educational policy tl^st that guides the systemtowards achieving positive socio-jpoliticy change inthe state?

The main objective of the paper is to review the existingsecondary education strategy in Cross River State through theanalysis of the access and capacity datu (age-group, population,enrolment, completion, repetition and drop-out rates), and to identify

priority issues and problems-linked to national deyelopmeiit .inthd state. This study is therefore signific^t because the informationthat is gathered will giye ^ideiines. to policy makers qridadministrators in the ^ea of policy formulation and implementationin the educatiOh sector.

Ideqlpgical Background of^ducatipnEducatiori for national development pbses a philos^^^^^^^

9P®stion concerning puipose of education. It js ajsri ^with soCi^; pbliticaf^^d ecdnomic prablems, thus there is heed: tpconsider the contribution ediicatipu c^!m%e tp'tbe splutiophf these'problems and the overall development o/^tA'e cp^tty.,

One fundamental objectivePfeduc^ronis developtotaHty ofthe individual pembhaiity but whiift^l^j lp^y^ripals are a p^. This, means wbrthwhne,development,arid progress caifonly"take place in asociety when its cidzenv^e weU!

to.use,th^n,ednc^p^spjying the .diverse y^d'̂ ' cqmd !toeing.' that .hbci^^

'Itnations, 'which 'Have a long tfadjti.cm ^jOF (dnna) •' and'hpnjpippljeducation, have succeeded in a" large'ihe^ureTh bveh'cd^^^^^of their national/state problems such as poverty, ignorance anddisease as well as social and political issues, through a deliberate

89

educational policy and a programnie of national development. Thusone can cbhclude that education is powerful means that can be usedto bring about social progress, and therefore, if education is to serveits purpose it niust contribute effectivelyto the solution of the social,political, economic and cultural problems of that society, and meetthe aspirations of its people. This has been the case throughout theages, Ae time of the ancient Greeks throng the middle ages and thetime of industrial revolution up to modem times.

When we talk ofnational or state development, we are talkingabout the jgrowth, change and development that is taking place in thesociety .The change includes physical growth in terms ofinfrastructural provisionsand change in the attitude of the people andtheir way of life. Such a change will mean an improvement in thequality oflife ofits citizens. That is the ultimate aim ofeducation.

One other criterion used to know whether a society isdeveloping or developed is to know whether the citizens are living aworthwhile and satisfying life. This consideration is important,because apart jfrom the material progress that may be achieved, thereshould be improvement also in the spiritual and moral life of thepeople. People may make great progress materially andtechnologically, but if the spiritual and moral values of their lives donot improve, the development that society undergoes cannot becomplete, because lack of moral values will create for the societymany other problems.

This brings us to the political framework of our educationalpolicy. A policy based on the five main national goals:(a) a fi*ee and democratic society;(b) a just and egalitarian society;(c) a united, strong and self-reliant national(d) a great and dynamic economy;(e) a land full of bright opportunities for all citizens(NPE,1998:7).Thus one main objective of Nigerian education is the provision ofequal access to educational opportunities for all citizens of thecountry at all levels (NPE, 1998:8). But the feasibility of providingequal educational opportunities for all citizens of this country havebeen a source ofdebate for along time.

90

Nevertheless^ the noticMi'of-social equMity is not new,, "it issaid to be as old as man himself (Udofot, 1984:72). Expanding hisview fh^er, Udofot (1984) explained that equality in a descriptivesense could mean thatjeveryone is equal;before the-lawi, and is^treatedsame Way the sake Ofjustice:it is in diis^ descriptive:sense bf thenotion of equalitylhat JohniLocke (1689) contended that the state ofnature is also a state of equality-;iithere being nothing more evidentthan that creatures of the same, species and rank promiscuously bomto all the same advantage of nature and .use of the same facilities,should also be. equal one amongst another without subordination".However, Plato and Aristotle, accepted the notion of equality onprescriptive sense. They believe in equality within categories ofhuman beings. Thus, Plato's "ideal state" in the "Republic" containedthree types of citizens and each of these groups had a different role inthe society. Each had a different responsibility and a different rightaccording to the groups. In this !'equahty" arid "justice" are achievedby the members of each group on the basis of talent and suitabilityrather than on accident ofbirth (Downey and Kelly, 1979).

Aristotle, too, beheved that there existed quite distinctcategories of beings. He is often quoted as saying that injustice arisesas much from treating unequal equally as from treating equalsunequally. In his .own contributions to the debate on the notion ofequality, Danrendoff (1963) argues that the origin of inequality is tobe found in the existence in all human societies of norms of

behaviour to which sanctions are attached. He is arguing, in effect,that there is no equality in human society. If there is no equality inhuman, people even from the same society cannot be treated equally.Nevertheless, the notion of equality as understood in Nigerianeducational objective is based on egalitarian principles. The notion isdescriptive. Be that as it may, equality of educational opportunity isdifferent from equality before the law in a society. Equality ofopportunity in educational context would mean that every one hasequal access to education, equal treatment in the system(s) and equalparticipations and even more so in educational achievement. This willlead to a greater socio-economic equalization, in terms of econornicstatus, participation in decision-making processes that concem allcitizens and so on (Husen, 1972).

91

n.2 Education Policy^ Formulation its RelevanceAdainolekun (1983) defines policy as "a course setting

involvings decisions of the widest ramifications and longest timeperspective in the life ofan organization". Policy statement is a guideand a focal point for any organizationrit includes the philosophy(values), objectives and possible course of action to achieve theobjectives so that the desired values will manifest in the organizationor society for which the policy is drawn.

The need for a policy on education for an independent Nigeriawas echoed during the National Curriculum Conference held inSeptember, 1969. And in 1977, after several other conferences, theNational Policy on Education (NPE) was formulated. In Nwagwu's(1983) words:

The 1977 National Policy on Education speltout clearly, perhaps for the first time, somenational philosophers and objectives asnecessary foundation for the inculcation ofcertain values through the education. This wasfollowed up with the identification ofNigeria's national educational aims andobjectives and measirres to be employed by thegovernment to ensure implementation of thepolicy (p.198).

The issue of relevance comes into play when there is observeddiscrepancy between the policy statement and the implementationprocess. For instance, as Nwagwu (1983) pointed out: Nigeria wantsa firee and democratic society, yet parents do not allow children tochoose the type of school or education they want. Nigeria wants tobuild a just and egalitarian society, yet the political leaders and theelite send their children and wards to selected elitist schools here and

abroad while the children of the masses attend ill-equipped anddilapidated schools. Nigeria wants a self-reliant nation, which cantake its place in the world of technology, yet most of our schools arewithout science laboratories or equipment. Nigeria wants to build agreat and dynamic economy, yet our oil wealth is being plundered bythose charged with hamessing it while our schools have no ready planto produce indigenes to take the oil industry as soon as possible. Thequestion then is when will the land of bright and full opportunities berealized.

92 '

dictated by^jyp^..devjippi.ne|i|̂ PJjiQ5jtj^j}hgj^tjfl}^rJigg;iijte}{iS4d.been

IPSfe J® ,._,a'̂ '''Vjfi?4iii!P'.rf4S'i?P^i^viOTi!i'J®?5W)!O§«4af!^9ae08alni>i!iftrfe

mitePfflfiBii Ipflfflftebga $giiE^d ifidtbabsf

(F?8Bf ifiTX®®rfi% iE8JHian!j^^94)^:S4!|e^;4paHse^,ha4 naifih

•:.-uyc?yiQ 'io HSOTuoa finsvos bsilitfisbi {d2Ql) nr>/3j ."T/iv/orlfsnoiJiiOJdba serlj

' r . ^ ?§§uii^sad^quat9,.fina^ial proyisionthe priyata: sjjCtor. Bijit despjjp e%itt>v.^d^^0n

o®?^fte|̂ j|̂ no^hniqniontu5r43te

J?i(R®?^SWGst^{£r§4(>ff'fSS?P(feCommenting on this phenomenon, Caniby (19^80) sa^^-ite

aP Mcfe£lf*}e^W?i^.Pf He3^F^fSR[^9 r^P9e.^pndi^^.^p,pdi^^^f

MidJ ^voifad tevoiiB sinornmaviog bns ;jjA?fJiiO.'io5s.^}f/onol tnotmsm r""tT5TOi^nt'"'o^n^^^ws£"y m^mi

inmavfe i£;nm

" ' " ' • li:ariTlKTJTTTv^^ -.iP8''fe&i^<y!OT8^8fott9J3^.4g?QS(«Wft!® ig^pp^sitisgiimfeVPSShrpSPW"^ i^^^iSJte-lyo^d-WfTO-nfeS ;es8^i4esf4i?te'̂ 8SSfe 490}'̂ y34'̂ ®'Y'H^®®=F?£9S?s§Ai}}6

ir5Tr??*rr^v^^

TonnBiq noiniDnbH Io yitiinlM on jBfi? cooi /do h rnnrine'k

93b O •

qualification, the diploma disease, inequality in the provision ofeducationalinstitutions, and labour markets and earnings.

At the national level, the above problems do exist and itsurely affects Nigeria's, view on education and educationalexpenditure. But in Cross River State, these problems are yet to reartheiruglyheadsbecause the state is still in direneedof manpower inalmost all sectors ofher economy. This invariably means that there isneed to invest in her human capital. However, a perusal of the state'sbudgetaryallocationto education since its creationdoes not portray astate tiiat is in urgent need of manpower development. Though thestate has ventured into establishing some tertiary institutions, theprimary.and post-primary levels have been receiving less than 4% ofthe. Annual budgetary allocation and much of that still goes torraiovation and rehabilitation of existing schools. In a conciliatorynote however, Lewin (1986) identified several sources of pressurethat limit educational expenditure in most developingcounties. Thesefiictors -economic recession, declining international trade, increase indebt burden, etc. - affect the oWall level of public expenditure,which invariably affects allocation to education. There is compellingevidence everywhere that lack of schooling or poor schooling areassociated with many social . and economic problems likeunemployment, poor hedth and other ills. This realization calls forproper planning of any educational system for any society for it tosucceed.

Thae is need for Cross River State, therefore, to have aproperly planned marqrower development system, which theeducatiorial system should harness. This is because planners,economists and governments allover believe tiiat economic growthdepend mainly on skills manpower. This therefore follows,according to 02agi and Canham (1979) that educational systemmiist be designed mainly to produce the skilled manpower that thesociety needs. But before then, a tiiorough needs assessment musthave been c^ed out For instance, Bayelsa is a oil-rich state butonly few of her indigene are gainfully employed in this sector andthoe is so much feeling of marginalisation. In addition to this,parraits in this state have the social right to demand for specific areasor levels ofeducation for their children. Governments everywhere dosometiiing to meet with this social demand. According to Ozidi ndCanham (1979) it is obvious that no Ministry of Education planner

*94

canignore the social demahd approach: Therefore Bayelsa shou^^be exc^tional:

II.4 iSifanidaridi^^^^^Standards rriay be ideftrled as a generally acceptable level of

excefferide in respect'Of things, commodities, establishm oflearning; tlio 'way peopld live, etc. (sCe New W Dictionary,f9t^y. ;ih%e context of education, a^bordm^ to folmspn j(1999),'̂"stiii'dafdy'has to do^im Wadfters' ihte^^ and teaching ability,inventiveitCss; dedication'and comportment on one hand, ang ^thequality of degrees, certificate and diplomas, awarded in institutionson the other hand" (p.l). She went on^^t^. pxj^la^^th^performance, moral conduct, ,apd the adeiju^cyr-qr fhq^ leapnngenvironment are disd 've^,\''i^^ for' j&terihi^^

'standi^".''' 'Qhe'major disadvantage lii^lighted due to expsuision of

edilcatibn in•developing countiies has been the fall in'standiard ofediiCatioh. So many rdasohs hiave been said to be the cause. But onemajor problemi is lack of balancing of quantitative, and qualitativegrowth in" education. N\vagwii (1983) identified four importantfactors in any attempt to balance the qualitative and qu^titativegrowth of any educational system. Theyare:(a) the'qualityand numbers of students involved;(b) • the quality, dedication andnumbers of teachers available;(c) • the quantity and quality of the available infrastructure in. the

form of buildings, facili ties aiid equipment; and(d) the quality and numbers 6f managerial personnel such asschool administrators, inspectors and supervisors. All these variables,in Nwagm's (1983). words "can be controlled and ihanipulatedthrough proper planning and determination ofpriorities."

In Ezewu's (1999) opinion, all the political parties in thecountry have qualitative education as one of their major programmes,yet they continue to pay lip service to professionalization of teaching.He wondered how we could achieve qualitative education withouthaving competent teachers that are well equipped with desirableknowledge and skills for the effective operation of the educationalsystem. He also wondered how we can achieve a qualitativeeducation when teaching is regarded as an all-corner profession thatanybody who has passed through one form of schooling or the other

95

claims to be knowledgeable in teaching and education. He thereforeproposed a capacity building model for qualitative education, whichhas four components, the components of Inputs, Processes, Outputand Products. Ofall the four, he believes the Inputs component is themost crucial because it "sets the stage and the other three dependheavily on it". Competent teachers are the soul of any educationalsystem. This point was made by Fafimwa (1967) that no educationalsystem can grow above the quality of its teachers. The future of anation or state rests in the hands of it teachers, for the qualities theyposses todayinvariably reflects in the citizens of tomorrow Chanson,1%4).

ni. METHODOLOGYni.l Research Area and SamplingTechnique

The research area is Cross River State, one of the thirty-sixstates inNigeria with eighteen Local Government Areas (LGAs). Thestate shares boundary with Benue State in the north. The state ismaiiily rural. Even the State Capital, Calabar, can best be describedas a sub-urban town. For despite the availability of some basicamenities in thetown, it is yet to transform into a modem city. It hasan approximated population of six million people. The typography isessentiallythat of a typical rain forest zone with creeks and rivers ofsignificance including Cross River from where the name is derived.The people are predominantly fishermen, farmers and women.However, a few are civil servants. There are very few industries inthe state despiteits oil production status.

The study covers all the 18 local government areas in CrossRiver State. In determining the sampling technique to use for thisstudy, we take into consideration the fact that the technical nature ofthe investigation requires the responses of subject with good andrelated knowledge of the subject matter. To achieve this, stratifiedrandom sampling methodis used for the study. The stratification is toensure diversification of opmions. Secondary schools in each zonewere stratified according to ownership and a sample size of 30%randomly selected from each category. It is hoped that the samplesize will be statistically significant for inferential purposes. Thismethod gives a more representative sample in this case than simplerandom ssmpliiig because inthe later, certain strata may by chance beOver-: or under-represented in the sample. Therefore, stratified

96

random sampling technique guarantees representation of definedgroups (e.g. private schools) that are of particular interest in thesample size. A sample of 150 was drawn, 10 perstratum (zone).

III.2 Instrumentation and Data Collection ProcedureTo collect the primary data, a carefully structured

questionnaire was desired and administered by trained andexperienced research assistants. The researchers distributed thequestionnaire to as many parents, students and administrators aspossible and collected the responses from the respondents throughresearch assistants.

The measuring instrument used by the researcher for thiswork a four-point Likert-type questionnaire. The questionnaire wasdivided into four sections. Section 'A', had to do with the respondent'spersonal information while Section 'B* was a fifteen (15) items four-point Likert-type questionnaire to measure the performance of theexisting school system. The instrument was developed by firstly,making list of phrases and words that are possible indicators of eachof the variables involved in the study. Each response was given adegree of scores, which range from oneto four as shown below; ^

StronglyAgreed SA 4 pointsAgreed A 3 pointsDisagreed D 2 pointsStronglyDisagreed SD 1 point

Fornegative responses, the reverse was the caseof the scoring.

IIL3 Method of Data AnalysisData analysis will be undertaken using qualitative as well as

quantitative techniques. It is expected that a major segment of theinformation to be collected during the survey will be qualitative andmay not easily be quantified. Quantitative techniques will be used tomeasure ethnographic characteristics of the sample. Descriptivestatistics (frequencies, percentages, standard deviations, means,proportions, etc) will be employed in most of the analysis insummarizing trends, changes and comparisons across certaincharacteristics. The data collected would be analyzed with relevantstatistical tools such as the chi-square method; analysis of variance;will be employed to test for differences in the behaviour of differentinstitutions toward policy changes. Factor analysis will be used to

97

identify policy issues in information diffusion. Final presentationswill take the form of descriptions, tabulations and illustrations.Essentially, computer facilities will be needed for processing andanalyzing the data. Denga and Ali (1983) recommend the use ofsimple percentages andchi-square in statistical analysis of descriptivestudies althoughthis is not a rigid rule. The researchers also made useof tables and charts for presentation as appropriate. Simplecomparisons were also used to answer some research questions.Essentially, chi-square (x^) test of was used to analyze the datarelating to the hypotheses.

The basic formula for chi-square is stated thus:

Ef

= srof-Etf

Where x^ = Chi-square statistic2 = Summation signOf = observed frequencyEf = Expected frequency

The degree of freedom forchi-square is computed as df= (R-1)(C-1)Where df = degree of freedom

C = Column

R = Row

Decision Rule: The Chi-square (x^) test represents the differencebetween the given frequencies and the expected frequencies obtained.If for instance the calculated value of (x^) is greater than the value ofX^ given in the table, there is association between the variables beingmeasured. Thus confirming the alternative hypothesis. But if thecalculated value of chi-square (x^) is less than the x^ value given inthe table, there is no association between the variables in thehypothesis. Thus, rejecting the null hypothesis. The rejection of thenull hypothesis means acceptance of the alternative hypothesis. Inthis research therefore, five percent (0.05) level of significance isemployed.

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^suniptigiis;^ The^gmding^assomptions^to <- ' ^ ?i) :p^ -thei edumtioiial^system in the stata is relevant tb flie

needs ofthe people. ^ • i 1 •- ;v:r ; •ii) That there is adequate provision and even spread of

educational institutions in the state.iii) That thestate is financmg theeduc^on^ system adequately.iv) That there is quality education in the state.v) The popi^atimi wMch the sample will be drawn is

noirmally ^trhmted.' •' 0 - ^ •S^^ / )vi),- The

IV. ANALYSIS AND DISCUSSION OF 1A sunun^ of the data used for die analysisTs presented in

Appendixes I & E below. Thebiodata of me respondents ar^X^rayedin the next" seetibh and immediately foUowed by the empiricalanalysis and discussion of jSndings.

iv.ir

Gender Compositioii ofSample^ ; n:uV 'The by gendeE reflectsr sex

distribution between male ahd rerffleTespond^fer isa repres^tatipn of, the .genderv^ppn^psitiQnthptrespondents inSection A., Respondents.ip tj^^m^ oategpry j^resenf124 .or 81%,while Tpsppndents," whp^..are, fem^e^p^ for f9% of thes^plp.^;^^inqe it-is pur. intentipnfta.andyse^^^b^ed pn.fSe Eu-ee.^oneSjJh pf tiie marginal difference:betiveen^ fjbe tiiree^groj^s in tprms pf theiriespons^-tp any^question.of importance is i^^ij^]t^:thrpu^out the^ : :- ..

J:.pis^bution fe^espond^ts bySexCALA^^ Mm QGOJA

SEX ZONE " ZONE ZONE TOTAL %MALE 26 42 56 124 81

FEMALE 17 3 9 20 19

TOTAL 43 45 65 153 100

There was no intention to compare responses to each question ofimportance that relates to this study with the gender of Purrespondents. Even though Table 1 shows a marginal difference

99

between the two sexes - male and female - it has no implication onthe result ofthe study. More so, no attempt was made to draw equalnumber ofrespondents from both sexes.

Age Composition of SampleTheagedistribution ofrespondents is shown in Table2 below.

AGE

CALABAR

ZONE

IKOM

ZONE

OGOJA

ZONE TOTAL %Below

20 • - v»

- - ~ -

21-30

2 1 5 8 28.1

31-40

6 8 12 26 29.4

Above

40

35 36 48 119 42.5

Total 43 45 56 153 100

The pattern of responses indicates that no respondent wasbelow the20years- age bracket. Meanwhile 8 respoildents or 28.1%are- within the 21 - 30 age bracket. The results also show that 26respondents fall within the 31 —40 agebracket representing 29.4% ofthe sample. The remaining 119 or 42.5% are within the above 40 -agebracket. We assumed that mostof the expOTenced teachers wouldbe found among this agebracket. It is also important to note that wedid not intend to relate one's age with any question of importance inthe research instrument. Thus, no attempt was made to draw equalnumberof respondents fromeach category agewas divided into.

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Marital Status'of . .iG" XHe mail® 6fite/i«spcmi(^=^^ summarized

and'pres^t^ in Tabl^3>beiowV>r>:v : / :.u iG)i li.l/.^0

TflWe 5: Pistributfoh Of Responc ent By Marital Status

MAJOTAL 7

StATUS 1-

CALABAR

7ZONE- 7J -: --IKOM

ZOJNfEOGOJA

-ZONE"-; TOTAL

•i'i .7'7 c

°4Ts

MARiRIED 38 41-^ I 56 • i 135 88;2-'

SIONLE- -'2— -r— 4-—— -13-777,777

OTHERS:

(Widows, -"ReyTSister) " "

;3

G_!

2 5 3.3 /,>;

(1 .ri'^

T-FTciTOTAL irf 43 4^r;" " 65 U 153 ilQOji

Source: Field Survey. •; - n V''- V:V I •.•> ^iwsc'jlL jiiiii'y'J o':i io ?"iobio:i c:"^o ••' G'G.Gb rrKnd

Frosri'liie rTaMes-ab'ove,- -1 't

Sistersi.II

also>5riiowsithkt -Ogojai zone-iseemsctd Mve-.)thei'Widest riu^befcioEmarried:aHdbihrakMe<fleaSbers::T'b!ofl o:£i -jdrio (GT (^} 1 v:nO

Composition Of Respondent By QualificationThe assumption here wkaj£tHat:theiquaMqatiMofiaje^pGn^i^t^

qtt6sdon^?|mther|-esearchdq5tnmient. .^iToi^ivibzJfO^OTq;/! Add odT AT4 .ijJSLrrilKf;oa":5a jO jL:'} lo vdvior: •: "iGd: di\c od-v

dv\ rf"if;rod;ic:;r g; biGnGrr- -noi: -Idii' i^:3T0"fs[

o; 3r:Gb nUiL h:vK:il']c\iy::-.'j vib'lo ;-o;/<;2g~;jgg :-nT 5b:riC^-:G'>ro-Tnn.Gr;!;r:1:v:: .id-gAg-g jfif riJ sGGi-?G :G';o --drri:;:: -.d; - g-;- :;rGaq

, 101Gi; !

Table 4: Distribution Of Respondent By Qualification

QUALIFICTIONCALABAR

ZONE

IKOM

ZONE

OGOJA

ZONE TOTAL %

NCE 1 1 6 8 5.2

B.SC/B.A(HONS) 9 8 13 30 19.5

B.Ed 18 24 36 78 51

M.Ed. 10 12 7 29 20

MSC/MA/MBA/MPA

4 - 1 5 3.3

Ph.D 1 - 2 2 0.7D.Ed. - - 2 2 1.3

TOTAL 43 45 65 153 100

Source: FieldSurvey,From Table 4 above, 8(5,2%) were holders of the National Certificatein Education (NCE), 30(30%) of the sample were first degree holders(B.Sc/B.A) but non-professional teachers, while 78 (51%) of the totalrespondents were first degree holders in education related disciplines.Also, 29 (20%) of the respondents hold Masters degree in educationfields while 5 (3.3%) are with Masters degree in non-education areas.Only 2 (0.7%) of the sample areholders of Ph.D or D.Eddegree.

Composition of Respondents by RankData on the rank of the respondents was aggregated into five

divisions. These divisions relate to principal, vice principle (V.P),master, PTA teacher and volunteers. The last category representsrespondents who offer their services as a hobby or out of personalinterest which ranges firom manual workers to politicians andprofessionals. The aggregation of the occupational data was done toprune down the number of questions in the research instrument. Theinitial plan was to draw an equal number of respondents firom eachgroup. This was impossible at the end of the fieldwork due toproblems encountered in the field, such as low access and theinability of some respondents to meet the deadline of returning theirquestionnaires.

102

Table 5: Distribution OfRespondents By Rank

RANK CALABAR IKOM OGOJA TOTAL %

ZONE ZONE ZONE

PRINCIPAL 38 35 56 129 84.3

V.P 2 8 5 15 9.8

MASTER 2 - - 2 : 1.3

PTA TEACHER 1 1 4 6 3.9

VOLUNTEER - 1 - 1 0.7

TOTAL 43 45 65 153 100

Source: Field Survey,Respondents in the principal category represent 129 or 84.3%

of the entire sample. Vice principal constitute 15 or 9.8%. Whilerespondents who are classified as master constitute 2 or 1.3% of thesample. The remaining 6 or 3.9% and 1 or 0.7% consists of thosewho are classified as PTA staff and volunteers, respectively.

Tube 6: Chi-square Statistical Analysis for Balanced Growth and

Balanced Not

Balanced

Total Cal Critical

X^df

Agreed 37 (27.5) 20 (27.5) 55 9.1 3.04

Disagreed 15 (22.5) 30 (22.5) 45 1

Total 50 50 100

Significance level = .05The dependent variable in this hypothesis is National

Development while the independent variable is educational strategyfor balanced growth. The statistical analysis used in testing thehypothesis was the chi-square statistical analysis. The results of theanalysis as presented in Table 6 indicated that the - value of 9.1 isgreater than the critical - value of 3.04 at .05 level of significantwith 1 degree of freedom. This means that the - value isstatistically significant. Thus, the null hypothesis was rejected whilethe altemate was retained. This implies Aat educational strategy forbalanced growth significantly influenced National Development.There is no significant influence between sources of financingeducation and National Development.

103

Table 7; Chi-square Statistical Analysis for Sources of FinancingEducation

Foreign Local Total Calx' Critical df

Agreed 40 (33) 20 (27) 60 2.24 3.04 1Disagreed 15 (22) 25(18) 40

Total 55 45 100

The dependent variable in this hypothesis is NationalDevelopment. The independent variable is sourcfis of financing. Thestatistical technique employed in testing the hypothesis was the chi-square statistical analysis. The results of the analysis as indicated inTable 7shows that the ^ - value of2.24 is higher than the critical- value of 3.04 at .05 level of significance with 1 degree of freedom.This indicated that the result is statistically significance. Hence, the.null hypothesis was rejected while the alternate was accepted. Thismeans that sources of financing education significantly influenceNational Development.

Table 8: Chi-square Statistical Analysis for Importance ofEducation

Important Not

ImportantTotal Cal Critical df

Agreed 45 (39.0) 20 (26.0) 65 6.03 3.04 1Disagreed 15(21.0) 20 (14.0) 35

Total 60 40 100

The dependent variable in this hypothesis is NationalDevelopment while the independent variable is importance ofEducation. The statistical technique used in testing the hypothesiswas the chi-square statistical analyses. The result of the analysis aspresented in Table 8 reveals that the - value of 6.03 is greater thanthe critical ~ ^ 'lue of 3.04 at 0.05 level of significance with 1degree of freedom. This implies that the result is statisticallysignificant. Thus, the null hypothesis was rejected while the alternatewas upheld. This shows that education significantly /influenceNational Development.

104

jy.2 Growth and NationalDeyelqpmept -

.The Study, found out that educational strategy for balanced \growth significantly influenced .Rational Development. The \calculated - valve of 9.1. is greater than the critical - valve of \3.04 at .05 level of significance with I degree of freedom. Thus, the \result.is statistically significant. This is in line with Ajayi (1986) whoobserved that through investment in education, human capital iscreated. He further observed that the physical and mental healtfr ofthe couptiy's labour force is improved to be able to take on newchallenges for the benefit of the society. Therefore, education shouldbe adequately financed by the government. But this does not meanthat education should-be provided free at ^11 level at the expense ofother sectors.

He.went further to argue that if too niuch financial resourcesare allocated ,to ednbation because of the alleged extamal benefits,other vital sectors oTthe economy are likely to suffer and this will notmake for a balanced growth. This does not, however,, mean thatcertain instrumental factors like transport, agricultufe and courseeducation should not be given more fimding; it should not be carried itoo far as to starve other producing sectors ofthe econppay.

IV.3 Sources of Financing Education and National jDevelopment

The findings of this hypothesis reveals that source of jfinancing education significantly influenced National Development. ,The results of die: .^alysis shows that the calculated x^ -valve was" . "yHgreater than the critical x^ valve at .05 level of significance. The ' •result was than statistically significant. The result of this hypothesis -supported Normin^bn (1976) who observed ^i^t Teacher EducationProgramme was the first education programme in Nigeria to receive t •_the United Nation's Agency for Intemational Development (UNAID) -:grant in the first Development Plan, 1962-1968 and the four yearReconstruction and Development Plan 1970 -1974. It is interesting tonote that in 1964 UNABD. also made available a grant totaling$7,558,000 to Northern Nigeria Teacher Education to improvePrimary and Secondary School Teachers. '

105

••s

Obasi (1987) also observed that tho basic^osupport in Nigeria com^ from the govemmepti Government has been•the-major financer ofeducation in Nigeria sifrco itidependence. Thismakes the provision of education a veiy expienMve industry at thefederal, state and Local Government. School.feps have been anothermajor source of funding education, especialljr^ the seconda^ and

' tertiary levels: Other sources according to from the EducationTax Fi^d (E'n?) Endowments, foreign aids/'iW:oj^d Bank PrimaryEducation Project. He went further to argue that^we cannot continueto cry iiicessantly to government for more ftmds when the obviousindications are that government itself is findingrit difficult to financeother critici^ areas such as provision ofhealtp^:^ilities, maintenanceofroute^^ways, provision ofportable water, aihlrdg others.

IV»4 Impo^^tance ofEducatioii and Nadl^^diDovelopiiientThe findiiip of this hypothesis rey|a^^tj|h| im^^

or aims ^f^^ucation; significantly iiifluenct'tjiL^^^peve^^The calculated^ - value was higher than tfiC^lifbalValue at .05level of signific^ce. This enabled the re^lrChefi^ j^reject '̂t^^hypothesis and then accept the alternate The rbsiilt of thish^othesis supported Pandit (1980) whcK^^ that the societyextemally benefits fix)m education in fbmi'i^^i^ver gains to thepresent and t&ture generations, increase M ocic^^growth and stimulation ofresearch in scie]lc#: '̂Stechnol6^. •

He went further to argue that witi^siindd labour force, acountry's out put can hardly grow at a faster-rate. He also observedthat the society extemally benefits from education in form ofspillover gains to the present and future, ge^rations, increase inoccupatioiial mobility, growth and stimulM^® skilledlabomTorce among others. Several other those ofpehisoh and Schultz do pojnt to the fact that/allied labour achievedin many cases through formal education ia thfe most important inputfactor, to; explain growth of output of any cbimtry (Benson andCharles, 1978). : : v • ; :

106

W. SHMWMKKTDOFEIBIIIKSSItltsisnkiidaMii^ig^dl

cictidaial anaseas ofef g^goairannsiMtat ca»i^^ inin si^e hdier

Mitf^y\'wiEksv\to®ffla!p^lfediiaii(ti4!(i1:fe<fc£othflaya3ssBatehiso^y

( ©kvk0sze( l(a^>t)BHal^ l(q^>(tmTmBlEi!l^i]b af.few. vAlbfofii^BSse,i aiiiiroriitfesrmaiiiQtaimfedhfllatramasiinmlchascto

; dwi]iia%graia<defemcMt^glgMatoHi(!m®9^

' economy,ilTthaUvi*lei linpapraMeinBlntidnlhfeeslataittutoryal^ilkHJ^o

! Dejielapment.1lIli^ipnimaryiaiiiiwMlilaist

;. fectors iitliafccc(Dtntkl!mt0doeiMuQ^(DdaMde!i}e^Gipinentiiil'GK:Bd^verSState/ToideikHffii^0!1ihi§^(gdalfcfi3ura?esQaichi!ip0staons\were;iir^^a answesMriHi&fi&ibtewiimgoBaEiiidts wer©l(!<lataiBidd:

a. [TMtintihepipbttjcy ©neceduoatiomsisaidcteavi^g -TO( chjmgeiiMieiatate.

b.; :ai!id!^eir,spBsid IS even.

c.TTha(tiTlhe dxtent !6f fiaianegig df(education is inadpquateniitil-thestate.

' d. •Th^idie qilaljtybfbdiiO^oaTiii thfetstate is not ofstandard.

VI. RECOMMENDATIONSThe follQwing recommendations are made in the course of

this research work.i) The Universal Basic Education Policy (UBE) of the presentadmimstration should be vigorously pursued to ensure actualizationof the programme. The policy should be adequately funded,supervised and reviewed from time to time to reduce constraints. Itshould not be allowed to suffer the same fate as Universal PrimaryEducation (UPE), which was abandoned along the line.ii) Adequate and corresponding facilities, in terms of

' infiustructure, qualified manpower, teaching aid, among othersshould be properly provided to correspond with the increase inschools enrolment as a result of the UBE scheme.iii) Maintenance of harmonious working environment should beprioritized. Non -payment of salaries to education personnel at alllevels.-.should be overcome. This is because frequent industrialdisputes resulting to strikes does notencourage National Growth andDevelopment.iv) Afinancial plan which sets out the means ofmeeting the costs

•^6f the educational programmes and services should be initiated andadopted forbalance economic growth.v) The option of sharing the responsibilities of financingeducation among the three tiers of government (Federal, State andLocal) should be clearly defined. Local governments should takecare9^>rimary education; state governments fund secondary educationv^le the tertiary level should be the responsibility of the FederalGovernment. This will give room for adequate periodic evaluationwith a view tomaking amends when and where necessary.

Encouragement of the UBE policy through enlightenment ofthe citizens. Adequate enlightenment has to be carried out throughout the country on the importance of education. Religious leaders,traditional rulers and community leaders should be used to enlightenthe people on the need for education to ensure the success of thescheme.

vii) The curricula of the Universal Basic Education (UBE) schemeshould be enriched. It should be designed in such a way toaccommodate National needs and reviewed when necessary to meetthe challenges of the day. It should be modeled in a way to meetUnited Nations' Standard.

108

viii) Expansion of education facilities should be influenced by theneeds of the economy. Education is not an end in itselfbut a means toan end- the attainment of sustainable growth. To ensure adequateutilization of resources, there is the need to model Nigeria is systemof education in accordance with social, economic, political andtechnological changes taking place, both within and outside thecountry.

From the findings and the conclusions drawn, the researcherhas the following recommendatioils for the State Govemmentjpohcy-makers andadministrators. ^

a) Govemihent should allocate more funds to the education ^sector.

b) Policy makers should draw up concrete plans towardsimproving the quality ofeducation in the state. |

c) Educational administrators should endeavour to supervise the ^business of education effectively in order to ensure that Imoneyallocated thereto is not uimecessarily wasted. ,

VIL CONCLUSION fThe policy to reform the secondary education system in |

Nigeria is a good proposal; its. success will depend on carefulimplementation strategies. No doubt the problems ,tO be faced aremany, but they are not insurmountable. Careful planning, availability Iof funds, dedicated personnel coupled with seriousness of purposewill largely account for its sup^cess. The attainment of a noble and flaudable education policy through articulation and implementatibn ;has been a mirage. The relationship between edubatibn and 1development cannot be over-looked. Investment in education Willme^ future economic growth, which invariably brings about quality ^life for a people. Though the^ fiiiances are said to be meager, it is ofimportance that more money be allocated to the education sector inorder that there exist quahty education in the state-producihg peoplewho will eventuallycreate quahtative hfe for its citizens..

This necessary step toward National Development willcontinue to be elusive unless the leaders do a rethinking in their ^attitude towards education, especially its funding and management. •Also the studylooked into whether the funding of education if sharedbetween the three tiers of government in Nigeria will be better off,

109

prone for better supervision to ensure accountability and judicioususe of funds allocated therebyenhancing National Development. Theresearcher observed that additional demiand for more funds byeducational institutions in the face of rising cost of financingeducation will deprive other key sectors their fair allocation. Thus,education sector will tend to be developed at the expense of othersectors. This shouldn't be the case.

Another key factor is the training and re-training of educationinstructors and teachers. They should be trained on the modemdevelopments in the education sector so that Nigeria: will not be leftbehind in the global affairs relating to education. This wilT ensureNational Development.

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112

APPENDIX I: Distribution OfRespondents' Opinion

CALABAR ZONE IKOMZONE OGOJAZONE

OPTIONS SA A D SD SA A D SD SA A D SD

1 32 6 2 2 35 9 1 - 45 18 2 .

2 25 15 2 - 30 13 2 41 22- 2 .

3 25 15 1 - 32 10 3 43 22

4 9 12 20 2 23 5 8 4 15 23 25 2 .

- 4 21- 16 ' _ 10 24 15 13 31 20

6 - 7: 21 15 9 20 19 7 12 17 23 13

7 19 20 4 1 24 14 - 35 20 7 2

8 24 15 2 1 26 15 4 38 18 5 4

9 4 16 17 5 _ 3 19 11 4 23 33 5

10 2 3 19 20 2 10 20 19 5 9 13 38

11 - 10 23 7 2 24 26 7 7 16 42

12 . 15 21 4 2 i8 13 2 1 24 29 7 5

, 13 30 10 2 - 30 7 2 _ 42 15 8

14 32 6 3 35 28 1 1 47 15 2 2

15 10 25 6 1 7 24 7 4 15 39 9 2

16 7. 26 8 1 6 21 9 6 9 36 13 6

17 5 17 18 2 2 23 16 6 3 30 27 5

18 2 14 24 2 2 10 12 7 4 33 22 6

19 2 16 19 ' 5 6 13 23 5 6 14 39 6

20 1 13 18 11 2 7 19 11 3 17 29 16

21 5 9 21 7 3 2 20 15 7 13 31 14

22 - 3 16 23 _ 5 15 25 _ 4 29 31

23 - 4 25 13 _ 15 25 14 9 32 24

24 - 11 15 15 _ 15 25 5 _ 21 37 7

25 - 7 18 17 3 15 16 11 6 21 21 17

TOTAL 249 305 329 168 297 327 318 174 411 497 489 225

Note: Someoptions werenot marked while some other respondentsmarkedmore than one optionon an item. Source: Field Survey.

113

APPENDIX II; State Education Budget For The SecondaryEducation Sector

YEAR

RECURRENT

ESTIMATE REC. ACTUAL

CAP.

ESTIMATE

CAPITAL

ACTUAL

1999 556,220,400 3,971,550

2000 1,129,572,220 967,968,081 34,960,000 ^ 41,296,559.44

2001 1,528,453,480 1,462,080,434 529,500,000 50,047,990.92

2002 1,435,367,770 1,374,910.513 148,000,000 123,359,550.00

2003 1,632,129,260 1,386,129,800 613i800,000 147,768,877.57

2004

Total

for

State

1,524,803,960 468,040,650

as at April

405,000,000 129,850,649.84

as at April

1999 3,924,496,940 13,266,541,489.50 2,088,443,820 1,228,952,654.19

2000_ 6,191,795,630 6,810,113,378.73 7,283,202,100 6,488,951,707.27

2001- 7,985,782,370 6,514,363,465.93 8,109,280,860 3,474,361,013.95

2002 9,288,464,200 8,184,922,802.84 10,000,000,000 3,695,967,624.37

2003 13,123,494,830 11,089,533,893.75 10,608,902,890 4,832,267,903.14

2004 11,768,513,340 NAYET 19,212,100,260 NAYET

Source: Ministry ofEducation, Calabar,

114